AAPPL Results Analysis
I have been using AAPPL rubrics for a few years, but I had never administered the test. Ordinarily I’m a very anti-test type person, but in the face of waning school budgets and waxing xenophobia, I wanted something tangible to point to in order to demonstrate the merits of learning a language, something that would put a feather in our cap that only languages can provide.
Background
Three things you should know about my classes before we break down their AAPPL results:
- The As and I5 are my native speakers. The I2s and I3s, however, are not.
- I made everybody–EVERYBODY–do the interpersonal listening/speaking, coughing up some of my hard-earned teacher dollars in some cases so that I could get a baseline in the one category that was a little interpretive, a little productive.
- Students had to pay for their own AAPPL tests. Most were interested enough in taking a stab at the seal of biliteracy (“Global Languages Endorsement”) that they ponied up. If they weren’t, I made my own pretend AAPPL test for reading, listening, and writing for them.
- First period was made up of 23 Spanish II students. Fourth period only had 15 because Spanish III–7 native speakers who skipped I plus one really dedicated senior–was mooshed in with them.
- All of the Spanish II kiddos who indicated they wanted to be actors in the language festival (that got moved on us without warning and which I am not at ALL still bitter about a month later) were in first period–though they only made up half of it.
- All of the kids in 4th period Spanish II had opted for singing–which is a group event where those who did not feel as confident could potentially hide out in the background.
Results
Reading
Listening
These results are pretty in-line with what I’d expect, again, with the new, less loosey-goosey format to the interpreting. I had hoped for more intermediate, but this was always a problem area, and I have no doubt that nerves factored in here.
Speaking
What the…? I am fairly certain that recording issues factored in here. One of my very very brightest students logged an N3, and another at N2. They have not performed at that level since the first half of Spanish I. Two other bright ones got “UR” for their official score–I could hear a lot of breathing and cutting out. This kind of makes me want to make writing my default for the future.
Writing
Conclusions
I’m still concerned about those who were not confident or eager enough to take all 4 sections, and the preponderance of those still stuck near Novice Low in speaking, even though I’m blown away by how many are solid Novice Mids! I would like to point out, though, that last year about 1/2 got I1 or better for reading, but now it’s 2/3–IF we don’t count the native speakers!!